Errors Analysis And Strategies On Chinese Learning Of Uygur Minority Students

With the development of technology, information and the unity of global,minorities’ living and economy face great limitation in Xinjiang. So it is very important to develop the minority Chinese teaching. The paper aims at Chinese learning of Chinese Uygur students by using the methods of questionnaire survey, recording, interview, dialogues and dictation to collect linguistic data. It mainly studies error analysis at pronunciation, lexical, syntax and textual, which bases on the theories of constractive analysis, language transfer and interlanguage theories. The result showed that the difficulties and error causes of Uygur students’ Chinese learning are mainly caused by mother –tongue, intralingual transfer, learning strategies, teaching methods, social culture and surroundings and etc. What’s more, the paper discusses the error reasons from cross-linguistic transfer, intralingual transfer, teaching methods, social culture and surroundings. Finally, it find out the regulations of the minority students’ Chinese learning by investing Uygur students’ Chinese learning error analysis by means of their error analysis, students’ self-characters, local language and the culture. It will provide the good strategies and suggestions for minority students’ Chinese learning and bilingual teaching of Chinese as foreign language.The paper is divided into six chapters.The first chapter mainly introduces the reason of choosing the topic of error analysis, research status, research purpose, research significance and the research design. The second chapter is the error theories, which includes the error theories, interlanguage theories and language transfer theories. Chapter three to five are the main content. Chapter three states the types of Chinese errors on Uygur students and has statistical analysis of Chinese pronunciation, lexical, syntax, and textual on adding, omission, substitution and wrong order. Chapter four mainly analyses the causes on the inter-lingual transfer, cross-linguistic transfer, learning context, learning strategies, social culture and environment factors. Chapter five offers some enlightenment and strategies for bilingual teachers and minority students. Chapter six is conclusion, which summaries the methods, theories, the process of analysis and conclusion.